Rhode Island Standards Fourth Grade Mathematics resources

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M:CCR:5:2. Students will create and use representations to communicate mathematical ideas and to solve problems and be able to:

M:CCR:5:2.3. Recognize equivalent representations of concepts and procedures and translate among them as appropriate (for example, understand how the addition of whole numbers, fractions, and decimals are related).

M:DSP:4:1. Interprets a given representation (line plots, tables, bar graphs, pictographs, or circle graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (State)

M:DSP:4:4. Uses counting techniques to solve problems in context involving combinations or simple permutations (e.g., Given a map - Determine the number of paths from point A to point B.) using a variety of strategies (e.g., organized lists, tables, tree diagrams, or others). (State)

M:DSP:4:6. In response to a teacher or student generated question or hypothesis, groups decide the most effective method (e.g., survey, observation, experimentation) to collect the data (numerical or categorical) necessary to answer the question; collects, organizes, and appropriately displays the data; analyzes the data to draw conclusions about the question or hypothesis being tested, and when appropriate makes predictions; and asks new questions and makes connections to real world situations.

RI.M:F&A:4.NECAP - Grade Level Expectation: Functions and Algebra.

NECAP - Grade Level Expectation: Functions and Algebra.

M:F&A:4:1. Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables or sequences; and writes a rule in words or symbols to find the next case. (State)

M:F&A:4:3. Demonstrates conceptual understanding of algebraic expressions by using letters or symbols to represent unknown quantities to write simple linear algebraic expressions involving any one of the four operations; or by evaluating simple linear algebraic expressions using whole numbers. (State)

M:F&A:4:4. Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions, by simplifying numerical expressions where left to right computations may be modified only by the use of parentheses [e.g., 14 - (2 x 5)] (expressions consistent with the parameters of M(F&A)-4-3), and by solving one-step linear equations of the form ax = c, x +/- b = c, where a, b, and c are whole numbers with a not equal to 0. (State)

RI.M:G&M:4.NECAP - Grade Level Expectation: Geometry and Measurement.

NECAP - Grade Level Expectation: Geometry and Measurement.

M:G&M:4:1. Uses properties or attributes of angles (number of angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90 degrees as more than, less than, or equal to. (State)

M:G&M:4:4. Demonstrates conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. (State)

M:G&M:4:5. Demonstrates conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describes relationships using models or explanations. (State)

M:G&M:4:6. Demonstrates conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Expresses all measures using appropriate units. (State)

RI.M:N&O:4.NECAP - Grade Level Expectation: Number and Operation.

NECAP - Grade Level Expectation: Number and Operation.

M:N&O:4:1. Demonstrates conceptual understanding of rational numbers with respect to whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (benchmark fractions: a/2, a/3, a/4, a/5, a/6, a/8, or a/10, where a is a whole number greater than 0 and less than or equal to the denominator) as a part to whole relationship in area, set, or linear models where the number of parts in the whole are equal to, and a multiple or factor of the denominator; and decimals as hundredths within the context of money, or tenths within the context of metric measurements (e.g., 2.3 cm) using models, explanations, or other representations. (State)

M:N&O:4:2. Demonstrates understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations. (State)

M:N&O:4:3. Demonstrates conceptual understanding of mathematical operations by describing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationship between multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations. (State)

M:N&O:4:4. Accurately solves problems involving multiple operations on whole numbers or the use of the properties of factors and multiples; and addition or subtraction of decimals and positive proper fractions with like denominators. (Multiplication limited to 2 digits by 2 digits, and division limited to 1-digit divisors.) (State)

M:N&O:4:7. Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands.

M:N&O:4:8. Applies properties of numbers (odd, even, multiplicative property of zero, and remainders) and field properties (commutative, associative, and identity) to solve problems and to simplify computations.

M:PRP:5:1.5. Translate results of a computation into solutions that fit the real-world problem (e.g., when a computation shows that one needs 3.2 gallons of paint to paint a room, how much paint do you buy?).